This special issue features articles that can help composition instructors think about ways to assess student products that are delivered in a variety of media. Although the topic of assessment is a common one, challenges arise as we apply—and adapt—our traditional assessment strategies to the features and components of compositions produced using new media. It is our hope that by engaging with the experiences of the authors of the articles in this special issue, readers of this issue will begin a conversation—among themselves, with their students—that leads them to articulate, reflect upon, and continually refine the criteria that are essential to both formative and summative assessment.

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, “How does this integration affect learning?” This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.